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Quanisha Turner – ProQuest LLC, 2022
This extended literature review is an overview of historical restrictions and current limitations of properly identifying African American students for special education. This review examines implications of overidentification and under-identification of African American students in predominately minority learning environments and predominately…
Descriptors: African American Students, Special Education, Disability Identification, Minority Group Students
Jillian Wilkison – ProQuest LLC, 2020
Dysgraphia is a specific learning disability in the area of written language that is frequently under-identified in the school setting due to inconsistent application of dysgraphia assessment. The problem addressed in this study was the inconsistency in dysgraphia assessment processes, in Texas public school systems, that contribute to an…
Descriptors: Learning Disabilities, Writing Skills, Students with Disabilities, Disability Identification
Whitney J. Mahan – ProQuest LLC, 2021
Due to lack of consistency among diagnosis practices of students with specific learning disabilities (SLDs) in the state of Texas, as well as other legal matters regarding diagnoses of SLD, there is a divide among eligibility criteria for students around the state. Currently, the three models that have received the most attention of SLD…
Descriptors: Literature Reviews, Learning Disabilities, Students with Disabilities, Clinical Diagnosis
Cecelia Amanda Gloski – ProQuest LLC, 2023
Students with specific learning disabilities (SLD) represent roughly five percent of U.S. public school students aged 3-21. Current federal policy outlines guidelines for identification of SLDs, while ultimately leaving specific procedures to the determination of state and local education agencies. Research into how the method used in…
Descriptors: Learning Disabilities, Students with Disabilities, Elementary School Students, Children
Alexandra Nicole Sparks – ProQuest LLC, 2022
The overidentification and misidentification of English Language Learners in special education has been a systemic issue since the 1960s. When students are mis-identified for special education, they are denied access to Free Appropriate Public Education and the Least Restrictive Environment. Although there has been countless research depicting…
Descriptors: English Language Learners, Special Education, Disability Identification, Equal Education
Shara L. Cabreros – ProQuest LLC, 2021
Purpose: The purpose of this qualitative study was to identify and describe the assessment models school psychologists use to identify African American students with SLDs in three of the K-12 school districts in Riverside County. A second purpose of this study was to determine how school psychologists within three districts of Riverside County…
Descriptors: School Psychologists, African American Students, Student Evaluation, Evaluation Methods
Maki, Kathrin Elizabeth – ProQuest LLC, 2016
Students with learning disabilities (LD) are a heterogeneous group of learners who exhibit below-average achievement theoretically caused by an underlying psychological processing deficit (Fletcher, Lyon, Fuchs, & Barnes, 2007). School-based identification of LD is necessary if students are to receive specialized supports and instruction…
Descriptors: Learning Disabilities, Disability Identification, School Psychologists, Reliability
Paraskevi Neophytou – ProQuest LLC, 2018
The purpose of this study was to explore Cypriot preschool teachers' and parents' perceptions and attitudes toward the value and contribution of the developed educational assessment instrument for the early identification and intervention for students at risk to present learning disabilities. In this research study, a qualitative research was used…
Descriptors: Foreign Countries, Preschool Teachers, Teacher Attitudes, At Risk Students
Lai, Cheng-Fei – ProQuest LLC, 2012
Piecewise latent class growth analysis (LCGA) was used to examine growth patterns in reading comprehension and passage reading fluency on easyCBM, a popular formative assessment system. Unlike conventional growth modeling, LCGA takes into account the heterogeneity of growth and may provide reliable predictions for later development. Because…
Descriptors: Elementary School Students, Disability Identification, Reading Difficulties, Evaluation Methods
Vague, Kimberly Cullingford – ProQuest LLC, 2011
The components of a successful Response to Intervention (RtI) process are the following: monitored student growth, reviewed assessment tools used in screening students, and assessed data collection methods. RtI is well documented in the literature and has been the topic of many early intervention studies predominantly in the elementary setting.…
Descriptors: Early Intervention, Response to Intervention, Student Development, Evaluation Methods
Nunes, Alissa – ProQuest LLC, 2012
Recent changes in legislation (IDEA) have implications for the changing role of the school psychologist, specifically in the evaluation of students with learning disabilities. There is a need to examine the attitudes and practices of school psychologists regarding specific learning disability identification as there is little consistency in how…
Descriptors: School Psychologists, Student Evaluation, Learning Disabilities, Attitude Measures